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Along with educational, medical, and moral screens, the U.S. Army uses a composite score from the Armed Services Vocational Aptitude Battery (ASVAB), the Armed Forces Qualification Test (AFQT) to select new Soldiers. Although the AFQT is useful for selecting new Soldiers, other personal attributes are important to Soldier performance and retention. Based on the U.S. Army Research Institute's (ARI) investigations, the Army selected one promising measure, the Tailored Adaptive Personality Assessment System (TAPAS), for an initial operational test and evaluation (IOT&E), beginning administration to applicants in 2009. Criterion data are being collected at 6-month intervals from administrative records, from Initial Military Training (IMT), and from schools for eight military occupational specialties (MOS) and will be followed by two waves of data collection from Soldiers at first unit of assignment. This is the first of six planned evaluations of the IOT&E. This report documents the early analyses from a small sample of Soldiers who completed the TAPAS and completed IMT. Similar to prior experimental research, our early evaluation suggests that several TAPAS scales significantly predicted a number of criteria of interest, indicating that the measure holds promise for both selection and classification purposes. 15. SUBJECT TERMS behavioral and social science, personnel, manpower, selection and classification SECURITY CLASSIFICATION OF 19.

Ethical decision making has long been recognized as critical for industrial-organizational (I-O) psychologists in the variety of roles they fill in education, research, and practice. Decisions with ethical implications are not always readily apparent and often require consideration of competing concerns. The American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct are the principles and standards to which all Society for Industrial and Organizational Psychology (SIOP) members are held accountable, and these principles serve to aid in decision making. To this end, the primary focus of this article is the presentation and application of an integrative ethical decision-making framework rooted in and inspired by empirical, philosophical, and practical considerations of professional ethics. The purpose of this framework is to provide a generalizable model that can be used to identify, evaluate, resolve, and engage in discourse about topics involving ethical issues. To demonstrate the efficacy of this general framework to contexts germane to I-O psychologists, we subsequently present and apply this framework to five scenarios, each involving an ethical situation relevant to academia, practice, or graduate education in I-O psychology. With this article, we hope to stimulate the refinement of this ethical decision-making model, illustrate its application in our profession, and, most importantly, advance conversations about ethical decision making in I-O psychology.